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TITLE: FACTORS INFLUENCING JOB SATISFACTION AND PERFORMANCE
AMONG TEACHERS IN KUCHING AND SAMARAHAN DIVISIONS
OLUROTIMI ADEBAYO SHONUBI
A dissertation submitted
In fulfillment of the requirements for the degree of
Master of Social Science
In Management and Planning
Faculty of Social Sciences
UNIVERSITI MALAYSIA SARAWAK
2013
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ACKNOWLEDGEMENTS
First and foremost I offer my sincerest gratefulness to the Trinity for their mercies and
protection over me, and for the grace and opportunity to complete my thesis, they have being
the fountain of my knowledge and most especially for granting me good health throughout the
duration of my studies.
I am hugely indebted to my supervisors, Prof Dr Spencer E.Sanggin and Dr Peter Karubi, who
have supported me throughout my thesis with their patience, encouragement, constructive
criticism; knowledge and deep intellectual insight have greatly facilitated the expeditious
completion of this research work, whilst allowing me the room to work in my own way. I
attribute the level of my Masters’ degree to their encouragement and effort and without them
this thesis, too, would not have been completed or written. One simply could not wish for a
better or friendlier supervisor.
I would like to thank UNIMAS and the Malaysian government for the Zamalah which has
made it possible for me to proceed with my studies without the fear of financial constraint and
The Ministry of Education both in Kuala Lumpur and Sarawak for the permission given to me
to conduct my study.
I would like thank my entire family and friends for their support, prayer and guidance. This
dissertation would not have been successful had it not been for the immense contribution
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Finally, and most of all, I wish to acknowledge the unconditional love shown to me by my
jewel of inestimable value, Olubanke Shonubi who have been encouraging, understanding,
and selfless throughout my graduate studies. Successfully completing the degree program
would not have been possible without her love and support. Thanks for being there for me
always and for keeping the home front while I was away in foreign land. I will forever love
you. My lovely children, Temiloluwa and Oluwatomilola Tiwatope for your understanding
and endurance during my absence, both of you are truly a special gift and bundle of joy from
the Lord to me.
Lastly and once again I say a big thank you to God Almighty, the author and finisher of my
destiny for His abiding faith, provision and the grace to complete this dissertation.
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TABLE OF CONTENTS
Acknowledgements ii
Table of Contents iv
List of Tables x
List of Figures xi
List of Abbreviation xii
Abstract xiii
Abstrak xiv
CHAPTER ONE: INTRODUCTION
1.1 Background of the study 1
1.1.1 Teachers’ roles inside the classroom 5
1.1.2 Teachers’ roles outside the classroom 5
1.2 Statement of Problem 7
1.3 Research Questions 12
1.4 Research Objectives 13
1.5 Research Hypothesis 15
1.6 Theoretical framework 17
1.6.1 Job Happiness 18
1.6.2 Pay and Salary 18
1.6.3 Promotion 18
1.6.4 Work relationship 19
1.6.5 Skills and Abilities 19
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1.6.6 Work commitment 19
1.6.7 Supervision 19
1.6.8 Job satisfaction 20
1.7 Scope and Significance of the Study 20
1.8 Limitation of the study 21
1.9 Definition of the Key Terms 22
1.9.1 Teachers 22
1.9.2 Job Satisfaction 22
1.9.3 Job Performance 22
1.9.4 Public secondary school 23
1.9.5 Rural secondary school 23
1.9.6 Urban secondary school 23
1.10 Thesis arrangement 23
1.11 Conclusions 24
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 25
2.2 Definitions and Historical Background of Human Resource 25
2.3 Factors hindering job performance 27
2.4 Is Incentives a Key to High Performance? 29
2.4.1 Perceptions and concerns about Teachers’ performance 32
2.5 Motivation as Teachers’ stimulus of performance 33
2.5.1 Job Satisfaction 34
2.6 Frederick Herzberg’s Two – Factor Theory 36
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2.6.1 Motivation-Hygiene Model 37
2.6.2 Hygiene Factors 38
2.6.3 Motivator Factors 39
2.6.4. How organizations can eliminate job dissatisfaction 40
2.6.5 How organizations can create conditions for job satisfaction 41
2.7 Career Advancement and the Teaching Profession 42
2.8 Enhancing performance through Organizational Development (OD) 44
2.9 Organizational Commitment 46
2.9.1 Dedication and Commitment 47
2.10 Does Incentives truly motivate employees to perform? 48
2.11 Conclusions 53
CHAPTER THREE: RESEARCH METHODOLOGY AND FIELDWORK
3.1 Introduction 54
3.2 Research Design 54
3.3 Study Area 56
3.4 Population and Sample 57
3.4.1 Research Sample 59
3.5 Instrument for Data Collection 63
3.5.1 Structured Questionnaire 64
3.6 Data Collection Procedure 66
3.6.1 Questionnaire Administration 67
3.7 Code of Ethics 68
3.7.1 Informed consent 68
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3.7.2 Confidentiality 69
3.7.3 Outsider 70
3.8 Reliability and Validity 70
3.9 Pilot Test 71
3.9.1 Result of Pilot Test 73
3.10 Data analysis Procedure 74
3.10.1 Exploratory Factor Analysis (EFA) 76
3.10.2 Correlation analysis 78
3.10.3 Independent T-Test 80
3.11 Conclusions 80
CHAPTER FOUR: DATA ANALYSIS AND RESEARCH FINDINGS
4.1 Introduction 82
4.2 Descriptive analysis 84
4.3 Demographic characteristics 84
4.4 Factors that lead to Teachers’ Job Satisfaction and their Effects on
Job performance 86
4.4.1 Skills and Abilities and Job Satisfaction of Teachers 86
4.4.2 Work Relationship and Job Satisfaction of Teachers 87
4.4.3 Job Happiness and Job Satisfaction of Teachers 88
4.4.4 Supervision and Job Satisfaction of Teachers 90
4.4.5 Pay & Salary and Job Satisfaction of Teachers 91
4.4.6 Promotion and Job Satisfaction of Teachers 92
4.4.7 Workload and Job Satisfaction of Teachers 93
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4.4.8 Work Commitment and Job Satisfaction of Teachers 95
4.4.9 What are the dominant factors that influenced Teachers’ Job
Satisfaction and Job Performance? 96
4.5 Difference between the Level of Job Satisfaction of Teachers in the
Rural and Urban Areas 97
4.5.1 Is there any significant difference between the level of job
Satisfaction of Teachers’ in the rural and urban areas? 98
4.6 Conclusions 100
CHAPTER FIVE: CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
5.1 Introduction 102
5.2 Conclusions 102
5.3 Implications and Recommendation 103
5.3.1 School Administrators 104
5.3.2 Ministry of Education and Education Department 105
5.3.3 Limitation and Suggestion for Future research 108
BIBLIOGRAPHY 110
Appendix A: MOE approval letter to conduct study (Kuala Lumpur) 135
Appendix B: MOE approval letter to conduct study (Sarawak) 136
Appendix C: MOE approval letter to conduct study (Sarawak) 137
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Appendix D: Structured Questionnaire 138
Appendix E: Study Map Area 146
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LIST OF TABLES
Table 3.1: Public Secondary Schools selected for samples 61
Table 3.2: Reliability test 73
Table 4.1: Reliability Analysis for the study constructs 83
Table 4.2: Correlation Co-efficient between Skills & Abilities and Job Satisfaction 87
Table 4.3: Correlation Co-efficient between Work Relationship and Job Satisfaction 88
Table 4.4: Correlation Co-efficient between Job Happiness and Job Satisfaction 89
Table 4.5: Correlation Co-efficient between Supervision and Job Satisfaction 91
Table 4.6: Correlation Co-efficient between Pay & Salary and Job Satisfaction 92
Table 4.7: Correlation Co-efficient between Promotion and Job Satisfaction 93
Table 4.8: Correlation Co-efficient between Workload and Job Satisfaction 95
Table 4.9: Correlation Co-efficient between Work Commitment and Job Satisfaction 96
Table 4.10: Correlation Coefficient Dominant factors of Job Satisfaction 96
Table 4.11: Group Statistics (Mean) 100
Table 4.12: Independent Samples Test 100
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LIST OF FIGURES
Fig 1.1: Significant role of teachers to human and economic development
in the Society 4
Fig 1.2: Independent and Dependent Variables 17
Fig 2.1: The Abraham Maslow Pyramid of Human needs 35
Fig 3.1: Interpretation of the value of Pearson Correlation coefficient significant level 79
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LIST OF ABBREVIATIONS
BCCK: Borneo Convention Centre Kuching
HRM: Human Resource Management
HRP: Human Resource Practices
HSC: Higher School Certificate
IT: Information Technology
ITE: Institute of Teacher Education
ILPKS: Industrial Training Institute
MOE: Ministry of Education
OD: Organizational Development
STPM: Malaysian Higher School Certificate
SPM: Certificate of Education (MCE equivalent)
SS: Secondary School
UNIMAS: Universiti Malaysia Sarawak
UITM: Universiti Teknologi Mara
UNDP: United Nations Development Program
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ABSTRACT
The main purpose of this study is to examine various factors that influence job satisfaction
and job performance among teachers in the public secondary schools in Kuching and
Samarahan divisions. To find out the extent to which various factors affect their job
satisfaction. The instrument used to obtain the primary data for this study was five likert
questionnaires. Six public secondary schools in Kuching and Samarahan divisions of
Sarawak. The fieldwork was carried out between February and June, 2012. This study
distributed 350 questionnaires to Public Secondary Schools Teachers in the urban and rural
public secondary schools in Kuching and Samarahan district in the state Sarawak. However,
270 questionnaires were returned and useable which represent 77% of the total respondents.
Descriptive statistics, correlation coefficients, and Independent T-Test were used to answer the
research questions.
Based on the objectives, several factors have been identified in influencing the job satisfaction
of the teachers involved. The most prominent factors identified by teachers were skills and
abilities, work relationship, job happiness, supervision, pay and salary, and promotion have
stronger positive relationship with job satisfaction and job performance, compared to
workload and work commitment, which depicts low positive relationship with job satisfaction
and job performance. The findings also revealed that there is a significant difference between
the level of job satisfaction of teachers in the rural and urban areas. This is probably because
those in the rural areas receive more benefits compared to their counterparts in the urban
areas.
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ABSTRAK
Tujuan utama kajian ini adalah untuk mengkaji faktor-faktor yang mempengaruhi kepuasan
kerja dan prestasi kerja di kalangan guru-guru di sekolah-sekolah menengah awam di
Kuching dan Samarahan . Untuk mengetahui sejauh mana pelbagai faktor yang
mempengaruhi kepuasan kerja mereka. Instrumen yang digunakan untuk mendapatkan data
asas bagi kajian ini adalah soal selidik lima likert. Enam buah sekolah menengah awam di
Kuching dan Samarahan Sarawak. Kerja lapangan ini telah dijalankan antara bulan Februari
dan Jun 2012. Kajian ini diedarkan soal selidik kepada 350 Awam Sekolah Menengah Guru-
guru di sekolah-sekolah menengah awam di bandar dan luar bandar di Kuching dan
Samarahan daerah di negeri Sarawak. Walau bagaimanapun , 270 soal selidik telah
dikembalikan dan boleh digunakan yang mewakili 77% daripada jumlah responden . Statistik
deskriptif , pekali korelasi, dan Bebas T- Ujian telah digunakan untuk menjawab persoalan
kajian .
Berdasarkan objektif , beberapa faktor telah dikenal pasti dalam mempengaruhi kepuasan
kerja di kalangan guru-guru yang terlibat. Faktor-faktor yang paling menonjol yang dikenal
pasti oleh guru kemahiran dan kebolehan , hubungan kerja , kebahagiaan kerja, pengawasan,
dan membayar gaji, dan promosi mempunyai hubungan positif yang lebih kukuh dengan
kepuasan kerja dan prestasi kerja , berbanding dengan beban kerja dan kerja komitmen, yang
menggambarkan hubungan positif yang rendah dengan kepuasan kerja dan prestasi kerja.
Hasil kajian juga menunjukkan bahawa terdapat perbezaan yang signifikan di antara tahap
kepuasan kerja guru-guru di kawasan luar bandar dan bandar. Ini mungkin kerana mereka
yang berada di kawasan luar bandar menerima lebih banyak faedah berbanding dengan rakan-
rakan mereka di kawasan Bandar.
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Teachers are the governess of knowledge and they are sometimes considered the architect of
creators of knowledge. Through the utilization of various pedagogies, teachers‟ mode and educate
both the world newest members and the older generation. Indeed, teachers can affect how
students perceive course, dedication to knowledge or how they will turn out in the future. Studies
have shown that teachers who showed enthusiasm towards teaching can affect a positive learning
experience towards their students. Teachers in many instances transform students‟ understanding
of their environment and social realities. Therefore, dedication and commitment are essential
tools in communicating and parting knowledge especially to the younger generation.
Indeed, studies have shown that teachers‟ performance is among the most important concern in
the educational sectors. According to (Zhang et al., 1999), teachers are very important in every
society and their wellbeing should hold at a high esteem. This is because teaching profession can
be over-demanding and stressful. Certainly, teachers are human and their performance and
delivery of knowledge to who can equally be influenced by various socio-economic or political
elements in their environments.
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Thus, this study aims to examine and gain insight into the quality of public Secondary School
Teachers in pursuit to exploring possible factors that influence teachers‟ job satisfaction, personal
development and growth. It also explores the factors that predict increase in the job satisfaction
and job performance of teachers‟ for high productivity and low turnover. Indeed, a popular saying
holds, “happy employees make productive employees”. If employees were satisfied with their
jobs, their satisfaction would be translated into high productivity (Robbins & Coulter, 1999).
Besides, more studies have shown that teachers who are happy with their work produce diligent
and intellectuals of the future (Raju and Srivastava 1994).
Raju and Srivastava (1994) stated that committed teachers helped to develop students‟ intellectual
and personality development. This was also supported by Chua (2005). The writer buttress that a
committed teaching workforce is particularly important as it determines the extent to which
teachers identify themselves with the goals of the teaching profession and their willingness to
work hard to attain the overall educational mission. Hypothetically, teaching profession like
many others is more likely to face problems; unhappy teachers are more likely to be uncommitted
and unproductive and would not be performing at their best or capabilities (Abdullah et al.,
2009). Which may contribute to decrease in the performance of teachers? Indeed, an unsatisfied
working condition has always been associated with low productivity and stumpy output.
Teachers being the cradle of instructors for children, teenagers and youth may end up parting
half-baked knowledge if their working conditions are laced with unfavorable contradictions.
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Education is an important aspect of human capital development and based on a conference paper
delivered by Micheaux et al. (1997) on “The role of educational policy in overcoming ethnic
divisions and building Malaysia‟s nation” the authors stress that education played a symbolic role
in integrating the Malaysian cultural identity, through common values and language to speak.
This is clearly demonstrated in the role of education and teachings in entrenching in „The One
Malaysia principle‟.
Buttressing this further, Bloom et al. (2006) affirmed on their own study on Higher Education
and Economic Development in Africa, that education plays a significant role in reducing poverty
in Africa and faster economic growth. It is a universal practice that prepares and equips new and
younger generation on societal norms, acceptable behaviours, how things work and to overcome
or deal with human complexities. Formal or informal education has become an essential
ingredient of human history and development. Education therefore is an uncompromised part and
companion in everyone‟s life, from the kindergarten, primary, secondary and to the level of
university attainment. What is more, education is constantly transforming to enhance quality and
productivity of both students and teachers alike. Indeed, Chua (2005) affirmed that the education
system in Sarawak is undergoing structural transformation in response to the changes taking
place in the global environment as a result of increasing globalization and liberalization and rapid
advancement in information and communication technology (Ministry of Education 2002).
Besides, it was also affirmed that Malaysia‟s teachers are playing a crucial role in achieving the
objectives Malaysia‟s Vision 2020 (Abdullah et al., 2009). Thus, it is an undeniable fact that
Malaysian teachers play a crucial role educating its citizens and ensuring the development of
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Malaysia. Hence, the educational system are tailored and strategically planned in order to
produce the best results for all concerned.
Fig 1.1 Significant role of Teachers to Human and Economic development in the Society
Educators, who may be termed as teachers, tutors, facilitators or lecturers are the catalyst for
achieving sound and quality education. Regardless of the title, or the institutions where they
work, the educators shoulder heavy responsibilities in educating the students. The subject on
efficient and productive teachers is a broad topic covering a broad ontological and
epistemological entity on different level of education. It is a broad entity that will be hard dealt
with in this study. Thus, the current study aims to focus on the secondary school teachers in
Sarawak. Issues to be critically evaluated include numerous duties and responsibilities as listed in
the table below:
Economic
Developments
Human
Development
Education (Society)
Teachers
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1.1.1 Teachers’ roles inside the classroom
Teachers plan and prepare courses and lessons for teaching according to the educational needs of
the pupils assigned to him/her, including the setting and marking of work to be carried out by the
pupils in school and elsewhere. Assessing, recording and reporting on the development, progress
and attainment of pupils are the common duties for the teachers.
1.1.2 Teachers’ roles outside the classroom
Promoting the general progress and well-being of individual pupils and of any class or group of
pupils assigned to them thus providing guidance, advice to pupils on educational and social
matters. It also includes future careers including information about sources of more expert advice
on specific questions, making relevant records and reports. Making records of and reports on the
personal and social needs of pupils except in instances where to do so might be regarded as
compromising a teacher‟s own position. Communicating and consulting with the parents of
pupils. Communicating and co-operating with such persons or bodies outside the school as may
be approved by the employing authority and the Ministry of education participating in meetings
arranged for any of the purposes described.
We do believe that one will deduce that the Malaysia‟s teachers‟ are instrumental in shaping the
future career of the Malaysian student, the Malaysia secondary school teachers is obliged to
guide, mentor, advice, counsel and also impart good knowledge. Student‟s academic progress
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depends heavily on the talent and skills of the teacher leading their classroom. Without the
commitment and cooperation from teachers, the student can't perform well. Considering the
important role teachers play in every society especially in Malaysia towards the 2020 vision
objectives, we will assume that teachers‟ need to be well motivated. Furthermore, this motivation
will encourage teachers to perform better and be more truly committed in discharging to their
primary duties. If teachers are not happy they will not be productive and function effectively and
efficiently “teach properly”.
Ironically, a key issue to individual‟s enhancement toward productivity is the belief in an
obligation of reciprocity; employees believe they are owed something by their employers in
return for certain behaviours (Robinson & Rousseau, 1994). For example, Solomon and
Podgursky (2001) argued that when teaching is rewarded based on outcomes, and then it became
easier for teachers to increase their performance and improve their quality of teaching as well.
One of the main benefits reported by proponents of performance is an increase in the motivation
of teachers may improve their level of efficiency. These proponents strongly argued that
motivational package will increase teachers‟ performances. This perspective links the attitude of
teachers to students (Tomlinson 2000). According to Zhanget et al., (1999) argued that an
antecedent can be described as what happen before the behaviour occurs; for a teacher to be more
effective and committed the desires of individuals for growth and development should be
considered (Harvey & Brown, 1988). This may lead to effective execution of tasks or job by
teachers and useful contribution to the social work environment (Abramis, 1994).
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1.2 Problem Statement
Abdullah et al (2009) stated that “Job Satisfaction among Secondary School teachers in Malaysia
is dissatisfying and their general perception is that teachers in the Malaysian government schools
are dissatisfied with their profession, they are said to be dissatisfied with teaching in the
government schools. Ultimately and the perennial experience of job dissatisfaction wearies the
workers to the point of abandoning their commitment to the profession (2009).
Abdullah et al. (2009) further explained that special plans are needed to improve the school
working conditions in order to provide a better working environment for the teachers to perform
better. Given the tone of earlier quotation it is understandable to argue that the low productivity
among teachers has compelled concerned citizen to pose the above comments. This argument was
supported by Chua (2005) and in his study titled “A Critical Review of Commitment Studies in
Sarawak School Settings”, on 1365 secondary school teachers in Kuching. Chua reported that
73% of the teachers from these 1365 respondents exhibited a moderate to high level of intention
to quit their jobs. Chua empirical observation appeared to be affirming a (1999) work by
Mohammad Badrudin, this writer noted that teaching is one of the most stressful jobs. Badrudin
(1999) argued that if stress is not addressed or managed well, it may in turn have negative effect
on teachers‟ performance. In sum, this writer affirmed that large number of secondary school
teachers in Malaysia is opting for early retirement due to many factors but more importantly in
relation to stressfulness of teaching job.
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Studies outside Malaysia, especially the USA, Australia and elsewhere appeared to be in
agreement with the above conclusions. For instance, empirical evidence from past studies by
Faber (1984) in its survey on the USA teachers‟ stress and burnout, reported that 21 percent
indicated that they would not become teachers if they were to start their career again. Solman and
Feld (1989) also states that the sample of primary and secondary school teachers in catholic
school in Australia, indicated 27 percent very or fairly unlikely that they would remain in
teaching. This was further buttress by Malakolunthu et al (2009).
Based on their study conducted on teachers‟ professional experience and performance, they found
out that teachers in their daily lives have to deal with multiple tasks. They argued that besides the
instructional accountability and students‟ misbehaviour, teachers have to contained with students‟
lack of motivation to learning and job intensification (see also Hargreaves 1994; Dworkin and
Saha 2003). What is more, in recent years, teachers‟ work life has been intensified, besides the
regular teaching routines, with increasing administrative workload, attending numerous meetings,
getting involved with nonteaching duties, and meeting external/public expectations.
In some cases, teachers have to deal with a number of space and environmental difficulties such
as inadequate resources, difficult work assignments, large class sizes, health and safety hazards,
and teaching subjects outside of their field or major (Ingersoll 2002; Achinstein et al. 2004).
Potentially, there are numerous factors that underlie the teachers‟ work environment and general
welfare. These studies concluded that there is a direct and negative connection between job
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dissatisfaction and commitment of workers (Clugston, 2000; Kim, 1999; Shann, 1998; Singh &
Billingsley, 1996; Littrell & Billingsley, 1994; Billingsley & Cross, 1992). These researchers
maintained that job dissatisfaction is a deterrent to workers‟ commitment. Since past studies have
consistently reported that teachers were experiencing job dissatisfaction, it implies that their
commitment would be greatly affected too. Unless steps are taken to overcome their
dissatisfaction, commitment of teachers will continue to remain an issue. Considering the entire
arguments above, one will deduce that the problem does not exist within the Malaysia teachers or
educational system alone but a general phenomenon across the globe.
Additionally, in the past or to be more upfront during the colonial era, teaching was considered
by almost all sections of the societies as a highly respected profession. Teachers in deed played
key leadership roles in local communities, acted as role model, and above all, they were said to be
more committed to their profession. In fact, teaching workforce is particularly crucial as it
determines the extent to which teachers identify themselves with the goals of the teaching
profession and their willingness to work hard to attain the overall educational mission (Raju and
Srivastava, 1994).The fact remains that committed teachers‟ works to develop students‟
intellectual and personality development.
Unfortunately, according to writers like Badrudin (1999), Chua (2005), Abdullah et al. (2009),
Zhang (1999) Malakolunthu (2009), and outcome of an earlier pilot study for this study
established that the willingness and determination to work hard has significantly diminished.
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Shown that school teachers‟ these days are not much dedicated and committed like their
predecessors of early independent days.
Base on the pilot study conducted amongst twenty teachers in public secondary schools in
Kuching district. The following problems were highlighted and echoed by my informants. These
include: workload, students‟ attitude or indifferent to study and teachers, superior‟s
discriminative or unsupportive attitude toward teachers, poor remuneration, lack of vision by
authority etc. These factors pointed out by these informants may remain an important element
that may influence secondary school‟s teachers‟ performance and productivity if neglected.
The responses from the pilot study and various sources quoted above apparently echoes‟ potential
social issues within the secondary institution. Therefore, what are the roots of the teachers‟
dissatisfaction given their importance to children development and the future of the national
potentials? Consequently, it is necessary to probe into the factors that contribute towards
teachers‟ contentment. Hence, studies have shown that such contentment would augment the
outcome of their primary role of assignment, putting some job variables into consideration, Raju
and Srivastava, (1994). Like many others and writers that have reprimanded teachers in their
work, often such social issues are directed to individual(s) and thereby excluding the society that
breeds the predicament. Teacher performance is the most important when it comes to student
learning and achievement (Education Trust, 1998). Yet there is no denial that productivity